ADAY İDE ÖĞRETMENLERİNİN BAĞLAYICI ZARF TANIMA PROBLEMLERİNE YÖNELİK DOĞRUDAN ÖĞRETİM

Bu çalışma İngiliz Dili Eğitimi (İDE) öğretmen adaylarının bağlayıcı zarf tanıma problemleri üzerinde durmuş ve onlara bir telafi öğretimi sağlamıştır. Çalışma yarı deneysel desen kullanmıştır ve katılımcılara ön test, son test ve geciktirilmiş son test uygulanmıştır. Katılımcılar bir İDE bölümünde öğrenim gören 25 öğrencidir. Ön testten sonra, dört ders saatini içeren doğrudan öğretimle bir telafi öğretimi gerçekleştirilmiştir. Son test, ön testten iki hafta sonra ve geciktirilmiş son test de, son testten yaklaşık olarak üç buçuk yıl sonra uygulanmıştır. Katılımcılardan toplanan veri IBM SPSS İstatistik 22 yazılımı aracılığıyla değerlendirilmiştir. Bulgular, tablolar ve grafikler aracılığıyla sunulmuştur. Çalışma, telafi öğretiminin aday İDE öğretmenlerinin bağlayıcı zarflarla ilgili problemlerinin üstesinden gelmelerinde önemli ölçüde yardım ettiğini göstermiştir. Çalışma ayrıca telafi öğretiminin katılımcıların performansları üzerinde birkaç yıl sonra bile kalıcı etkiye sahip olduğunu göstermiştir. Sonuçlar bu türden bir telafi öğretiminin yabancı dil öğretmen eğitimi programlarındaki önemini vurgulamıştır. Sonuçlardan hareketle, çalışmadan çıkarılan sınırlılıklar ve öneriler tartışılmış ve sonunda yabancı dil öğretmen eğitimi için eğitimsel tavsiyelerde bulunulmuştur.

EXPLICIT TEACHING FOR CONJUNCTIVE ADVERBIAL RECOGNITION PROBLEMS OF PROSPECTIVE ELT TEACHERS

This study focused on conjunctive adverbialrecognition problems of prospective English LanguageTeaching (ELT) teachers, and provided them a remedialteaching. The study adopted a quasi-experimental design,and pretest, posttest, and delayed posttest wereimplemented to the participants. The participants were 25students studying at an ELT department. After the pretest,a remedial teaching comprising four class hours wasconducted through explicit teaching. The posttest wasimplemented after two weeks from the pretest, and thedelayed posttest was implemented nearly three and a halfyears after the posttest. The data collected from theparticipants were evaluated through IBM SPSS Statistic22 software. The findings were presented in tables anddiagrams. The study indicated that remedial teachinghelped considerably the prospective ELT teachers toovercome their problems regarding conjunctiveadverbials. The study also showed that remedial teachinghas a consistent effect on the participants’ performanceseven after several years. The results highlightedimportance of remedial teaching of this kind in foreignlanguage teacher education programs. Based on theresults, limitations and suggestions derived from the studywere discussed, and several pedagogical implications forforeign language teacher education were provided at theend.

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